Research Design Processes in Serious Games for Adolescent Mental Health: Systematic Review
Notice bibliographique
Résumé
Background: Serious games are increasingly recognized as effective tools in adolescent mental health interventions, providing engaging platforms for emotional regulation, skill development, and behavioral change. However, the ways in which core theoretical concepts such as transfer, boundary crossing, and models of reality are incorporated into serious game designs are not consistently described in the literature. Clarifying how these concepts are addressed is important for understanding how game-based learning may connect to real-world health care practice. Objective: This systematic review aims to examine how serious games for adolescent health care are designed to support learning and facilitate outcomes. Specifically, it examines how the design incorporates constructs of transfer, boundary crossing, and models of reality, and how these elements are represented across published studies. Methods: We conducted a systematic search across 5 databases (PubMed, Scopus, ERIC, PsycINFO, and EMBASE) covering publications up to 2023. Studies were included if they involved serious games targeting adolescents with behavioral or developmental health concerns. Titles and abstracts were screened independently by 2 reviewers, with disagreements resolved by a third party. A qualitative analytical framework was applied to identify elements of design, with a particular focus on transfer, boundary crossing, and models of reality. Results: Thirty-three studies met the inclusion criteria. Figural transfer was identified in 24 studies, while literal transfer was identified in 10 studies. Among boundary-crossing mechanisms, reflection occurred most frequently (22 studies), whereas transformation was observed in 3 studies. Causal and procedural models of reality were most commonly identified as primary model types, whereas relational and structural models were more often reported as secondary. Explicit design rationales were infrequently reported across studies. Conclusions: This review demonstrates that serious games for adolescent mental health most frequently emphasize reflective and representational forms of learning. Across the reviewed studies, theoretical constructs related to transfer, boundary crossing, and models of reality were often implicitly embedded rather than explicitly articulated. The proposed analytical framework offers a structured approach for analyzing these design characteristics and may support designers, researchers, and health care professionals in more explicitly aligning design choices with intended learning mechanisms and real-world applications.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,064 | 0,228 |
| Méta-épidémiologie (sens strict) | 0,003 | 0,002 |
| Méta-épidémiologie (sens large) | 0,010 | 0,012 |
| Bibliométrie | 0,014 | 0,015 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,007 | 0,007 |
| Science ouverte | 0,004 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».